1 How to Plan, Develop and Evaluate Training Needs Assessment Evaluation Task Analysis Development Organize & Outline Objectives Applying research to practice... CLARK Training & Consulting 1423 E Main, PMB 193, Cortez CO
2 HOW TO PLAN, DEVELOP & EVALUATE TRAINING v Seminar Agenda Day 1 Seminar Welcome and Introductions Unit 1: Introduction to Effective Training Lesson 1: The 4 Principles of Effective Training Lesson 2: The Instructional Systems Design (ISD) Process Unit 2: Job Task Analysis Lesson 1: How to Conduct a Job Task Analysis Lesson 2: How to Document Your Task Analysis Case Exercise Project Work Day 2 Unit 3: Organizing Your Training Lesson 1: How to Organize a Course Lesson 2: How to Organize a Lesson Unit 4: Learning Objectives and Assessment Lesson 1: What Are Learning Objectives? Lesson 2: How to Write Learning Objectives Lesson 3: Assessment: Matching Tests to Learning Objectives Project Work Unit 5: The Content-Performance Matrix (start) Lesson 1: Identifying the Content Type
3 vi HOW TO PLAN, DEVELOP & EVALUATE TRAINING Seminar Agenda, Continued Day 3 Unit 5: The Content-Performance Matrix (continued) Lesson 2: Identifying the Level of Performance Quiz: Content-Performance Matrix Unit 6: Developing Student Materials Lesson 1: Teaching Concepts Lesson 2: Teaching Facts Lesson 3: Teaching Procedures Lesson 4: Teaching Processes Lesson 5: Teaching Principles Lesson 6: Putting All of It Together Project Work Day 4 Complete Projects Unit 7: Evaluating Instructional Effectiveness Lesson 1: Evaluating Training Program Success Lesson 2: Developing Valid Tests Lesson 3: Planning Level 3 and 4 Evaluations Project Review Seminar Review and Wrap-up
4 HOW TO PLAN, DEVELOP & EVALUATE TRAINING 6 13 Lesson 1 Teaching Concepts Introduction Concepts are typically taught before the major lesson, as knowledge needed. Importance At the use level, the goal of concept learning for the trainee is to identify new instances of the concept. This is called discriminate ability. Lesson Overview Use several blocks for presenting concept information, so learners can successfully generalize and discriminate new concepts. To present concepts, use the information blocks for definition, examples (either prose scenarios or graphics), non-examples (either prose scenarios or graphics), and analogies. To practice concepts, design classification exercises. Note: Each type of information block is discussed in this lesson. Lesson Objective You will develop concept maps with practices from your own materials. Order of Topics This lesson includes the following topics. Topic See Page Summary of Methods for Presenting Concepts 14 Examples: Concept Maps with Practices 16 Exercise 6-2: Analyze Gallery of Concept Maps 22 Exercise 6-3: Project Create a Concept Map 23
5 6 14 HOW TO PLAN, DEVELOP & EVALUATE TRAINING Summary of Methods for Presenting Concepts Here is a summary of guidelines and formatting tips for presenting concepts. Block Block Guidelines Format Tips Definition (required) Use in all cases Identify related characteristics clearly Keep it short Use bullets to list characteristics. Use the block label Definition in the left margin. In the block text put the definition of the concept. Emphasize the term being defined. Examples (requirement of at least two) Non-example (optional) Analogy (optional) Develop at least two Sequence your examples from simplest to more complex Present using verbal or graphic approach Use is optional Use only if needed Use easily confused examples of related concepts. Sequence simplest to complex Present using verbal or graphical approach Use is optional Powerful instructional method Present using verbal or graphical approach Present analogies that are related to your audience s background Use the block label Example in the left margin. In the block text, use prose, diagrams, pictures, or photos. Use the block label Nonexample in the left margin. In the block text, use prose, diagrams, pictures, or photos. State why it is not a member of the concept. Use the block label Analogy in the left margin. In the block text, put a sentence (and supporting graphic if applicable) stating the analogy. Continued on next page
6 HOW TO PLAN, DEVELOP & EVALUATE TRAINING 6 15 Summary of Methods for Presenting Concepts, Continued Practices for Concepts To make sure learners understand a new concept, have them discriminate between examples and non-examples of the concept. This is the use level of performance on the content-performance matrix. Concepts Facts Procedures Processes Principles Use Circle or select examples of the new concept not seen before. Remember Write or select the definition of the concept as presented. How to Title Concept Maps Here are some suggested title formats for concept maps. What is a...? What are...? Examples Several examples of concept maps appear on the next few pages.
7 6 16 HOW TO PLAN, DEVELOP & EVALUATE TRAINING What Is a Valid Signature? (Concept Map with Practice) Introduction Before you can allow access to a safe deposit box (SDB), you must identify the customer as the box holder by verifying that his/her signature on the SDB Entrance Permit Log matches the signature on the file copy of the SDB signature card. Importance A valid signature identifies the customer as owner of the SDB she/he wishes to access and prevents a situation in which the bank could be held liable for losses incurred as a result of fraudulent access. Definition A valid signature is a current customer signature that matches the existing box holder signature on the original SDB signature card. Signatures must match by the slant, curls, and closure of the letters. The size of the letters may vary with the size of the pen and/or the fatigue of the customer. Example of a Valid Signature This is an example of valid customer/box holder signature. SDB Signature Card on FILE SDB Entrance Request Log Joe Williams Joe Williams Example of an Invalid Signature This is an example of an invalid signature. SDB Signature Card on FILE SDB Entrance Request Log This signature is invalid because the slant and curl of the capital letters clearly do not match. The customer should not be allowed to access the SDB. Continued on next page
8 HOW TO PLAN, DEVELOP & EVALUATE TRAINING 6 17 What Is a Valid Signature, Continued Practice For each set of signatures below, write Y (yes) or N (no) next to the log signatures that are valid matches to the signature on the signature card, and explain why it is or is not a match. Signature from SDB Entrance Permit Log Signature from SDB Signature Card Valid? (Y/N) Explain your choice.
9 6 18 HOW TO PLAN, DEVELOP & EVALUATE TRAINING What Is a Mammal? (Concept Map with Practice) Definition A mammal is a warm-blooded vertebrate animal. It gives birth to live young and has hair or fur. Examples Here are four examples of mammals: A human A mouse A rabbit A bear Non-examples The following are not instances of the concept mammal: A bird has feathers and lays eggs. A turtle has a shell and lays eggs. Practice Given the animals shown below, circle the mammals.
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